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Eienaardige dinge - 04

Module by: Siyavula Uploaders. E-mail the author

AFRIKAANS HUISTAAL

Eiendaardige dinge

OPVOEDERS AFDELING

Memorandum

Die ICS modules bevorder die konsolidasie van leerders se vermoë om in hul nuwe taal te praat, lees en skryf. Geleentheid om fiksie- en nie-fiksietekste, van geskikte vlak, onafhanklik te lees, word voorsien. Woordeskat word uitgebrei. Die gebruik van ‘n persoonlike woordeboek word aangemoedig.

Spesiale aanmoediging word gegee sodat leerders hul nuwe taal skryf. Aanvanklik slegs enkele woorde of frases as byskrifte by prente of om sinne te voltooi. Leerders word in staat gestel om take onafhanklik uit te voer. ‘n Vrees om foute te begaan, word ontmoedig, die doel is om selfvertroue en vlotheid te bevorder.

Deur middel van uitdagende take word lees- en praatvaardighede ontwikkel.

Deur middel van aktiwiteite waar herhaaldelik taalstrukture, woorde en klanke beluister word en blootstelling daaraan in geskrewe tekste, word taalreëls, woordeskat en grammatika aangeleer. Die gebruik van ‘n persoonlike woordeboek bevorder die aanleer van onbekende woorde.

Genoegsame geleentheid in vaslegging van nuwe woordeskat word ook gebied deur middel van die lees van tekste oor ‘n wye reeks onderwerpe. Ander leerareas soos wiskunde en lewensoriëntering word dikwels geïntegreer.

TYDSKEDULE VIR DIE MODULES

Die vyf modules behoort so aangepak te word dat 1½ in die langste twee kwartale voltooi word. Alle leerders moet drie modules volledig voltooi sodat hulle die nodige onderrig kan ontvang.

Lees om feite en inligting te bekom word aangemoedig deur middel van die lees van ‘n koerant.

Klanke aai, ooi, oei, eeu.

Woordbou: Klanke saamvoeg om eenhede te vorm.

Skeppende skryfwerk: Die skryf van ‘n verslag.

- Verlede tyd word aangespreek.

- Bywoorde word voorgestel.

- Deur middel van ‘n gedig word genotlees en lees om feite te versamel aangemoedig.

- Hoofletters, kommas en punte word behandel.

INTEGRASIE VAN TEMAS

  • ‘N GESONDE OMGEWING

Spesiale maatreëls word getref om oë te beskerm teen die son.

Reëls en regulasies om veiligheid van mens en dier te verseker word bespreek.

  • SOSIALE GEREGTIGHEID

Nie alle mense kan die luukse van wildtuin besoeke bekostig nie.

Leerders raak sensitief vir armoede.

Gemeenskaplike geriewe word met verantwoordelikheid gebruik.

Leerders word bewus gemaak van die belangrikheid dat daar na ons wilde diere omgesien word – natuurbewaring.

LEERDERS AFDELING

Inhoud

  • Hoofletters, kommas en punte:
  • as ek en piet opkyk sien ons die weegskaal skerpioen en suiderkruis

..........................................................................................................................................

..........................................................................................................................................

  • koos kombuis is ‘n ander soort ster

..........................................................................................................................................

..........................................................................................................................................

  • op maandae woensdae en saterdae kyk ons na ‘n program oor die sterre

..........................................................................................................................................

..........................................................................................................................................

  • ons woon in orionstraat

..........................................................................................................................................

..........................................................................................................................................

Table 1
LU 4.7  
  • Trek ‘n kring om die oei- en eeuwoorde:
Figure 1
Figure 1 (graphics1.png)
  • Skryf die woorde neer:

oei

.............................................................

.............................................................

.............................................................

.............................................................

.............................................................

.............................................................

eeu

.............................................................

.............................................................

.............................................................

.............................................................

.............................................................

.............................................................

  • Skryf die woorde in jou huistaal langsaan neer.
  • Jy kan ‘n prentjie daarby teken.
  • Skryf die woorde in jou woordeboek. (Afrikaans en huistaal)
Table 2
LU 4.2  
Figure 2
Figure 2 (graphics2.png)
  • Klanke.
  • Klank en lees:

Figure 3
Figure 3 (graphics3.png)

  • Dit help om die blom te draai.
  • Skryf die woorde hier:
Table 3
bl..................................... bl..................................... bl.....................................
bl..................................... bl..................................... bl.....................................
bl..................................... bl..................................... bl.....................................
  • Skryf die woorde hier:
Table 4
br........................................................ br........................................................
br........................................................ br........................................................
br........................................................ br........................................................
br........................................................ br........................................................
br........................................................ br........................................................
br........................................................ br........................................................
Figure 4
Figure 4 (graphics4.png)
  • Skryf hier:
Table 5
bl..................................... bl.....................................
bl..................................... bl.....................................
bl..................................... bl.....................................

Figure 5
Figure 5 (graphics5.png)

  • Skryf woorde hier:
Table 6
..........................................................mp ..........................................................mp
..........................................................mp ..........................................................mp
..........................................................mp ..........................................................mp
..........................................................mp ..........................................................mp
Figure 6
Figure 6 (graphics6.png)
  • Maak ‘n sin met twee van die woorde:

..........................................................................................................................................

..........................................................................................................................................

Figure 7
Figure 7 (graphics7.png)

  • Skryf die woorde hier:
Table 7
..........................................................rk ..........................................................rk
..........................................................rk ..........................................................rk
..........................................................rk ..........................................................rk
..........................................................rk ..........................................................rk
  • Vul –rs agter elkeen in:

Table 8
wors do........................... va............................ no.............................
ke......................... ba........................... bo........................... pe...........................
mo........................... ve........................... pa........................... ko...........................
Table 9
LU 3.5.4  
  • Maak ‘n sin met twee van die woorde:

..........................................................................................................................................

..........................................................................................................................................

  • Speletjie: Krabbel

- Knip die klanke uit.

- Skryf jou voorletters agter op elkeen.

- Bêre in ‘n koevert of banksakkie.

  • So speel ons:

- Kies ‘n maat.

- Skommel jou klanke.

- Deel die klanke tussen julle twee.

- Bou ‘n woord uit jou klanke.

- Die een wat eerste klaar is, wen.

- Die een wat die meeste bou, wen ook.

- Dalk is julle altwee die wenner.

Table 10
b r h s k g f l m n
k b l r l m skr spr bl gl
aai aai aai aai aai ooi ooi ooi ooi ooi
oei oei oei oei eeu eeu eeu eeu oei oei
Table 11
LU 3.7  

Assessering

Assesseringstandaard 3.5: Dit is duidelik wanneer die leerder klankbewustheid ontwikkel:

3.5.4 herken twee- en driekonsonantkombinasies aan die begin en einde van woorde, soos “str-“, “-nd”;

Assesseringstandaard 3.7: Dit is duidelik wanneer die leerder ‘n leeswoordeskat van tussen 700 en 1 500 alledaagse woorde demonstreer. Indien leerders hul addisionele taal vir leer in ‘n ander leerarea gaan gebruik, behoort hulle na 1 500 woorde te mik;

Leeruitkomste 4:SKRYF: Die leerder is in staat om verskillende soorte feitelike en verbeeldingstekste vir ‘n wye verskeidenheid doeleindes te skryf.

Assesseringstandaard 4.2: Dit is duidelik wanneer die leerder woorde skryf in ‘n persoonlike woordeboek;

Assesseringstandaard 4.7: Dit is duidelik wanneer die leerder hoofletters en punktuasie: kommas, punte, vraagtekens en uitroeptekens gebruik.

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